The school has a commitment to all and its outstanding inclusive practices are worthy of being shared with local, national and international partners. The school's application to become a Centre of Excellence is a logical next step in contributing to that wider community. I therefore recommend that the school be awarded Centre of Excellence status.
The school leaves no stone unturned in its mission to deliver the very best for every single pupil in its care. Inclusivity permeates through the school and the commitment of the staff to this clear ethos is of the very highest order. (Frank Havard - IQM 2013)
Caring for All
Inclusivity is key to our school's success and is central to our ethos; that is why we are so successful with vulnerable learners. Outcomes across all groups of students continue to improve and we strive to prepare all students to flourish and embrace the next stages of their learning. Children, from whatever background, religion or culture, benefit from the Catholic life of the school because it is one of love, tolerance and respect. Our staff see their role as a vocation and the building is a hub of the community.
Children with Special Educational Needs or Disabilities (SEND)
Children Looked After (CLA)
As part of our inclusive nature, our school supports children who are in local authority care. Our support network extends across several authorities: Lancashire, Cumbria, Liverpool, Sefton, Wigan, St Helens and Greater Manchester. We have a dedicated CLA Officer, Mrs P Forshaw, who currently oversees 16 students across KS3 and KS4. In addition to the normal curriculum provision, all CLA students receive additional academic study support, on an average of 10 hours per week. Students engage in a wide range of extra-curricular activities and take advantage of the many school trips offering further enrichment opportunities. The CLA officer attends regular PEP meetings (Personal Education Plans) and CLA reviews (Children Looked After). The role requires the CLA Officer to work closely with foster carers, social and educational support workers.
As part of the school’s developing inclusion brief, there are a number of nurture groups that have now extended into KS4. KS3 nurture groups are overseen by Mr Mark Taylor and this continues to be the ‘flagship’ for the school. The centre operates an effective and tailored curriculum for some of our most vulnerable students with a variety of emotional and physical needs. The nurture areas offer an additional respite space at social times where students struggle with social skills and often friendship problems. They are encouraged to socialise in a controlled and welcoming environment.
Our Inclusion Centre is used for any child who may need addiitonal support or intervention for a variety of reasons. Teaching staff are deployed in this area to ensure that individual children's progress is maintained during their time in this area. Examples of reasons as to why children may access this provision are: re-integration after illness, managed transfer children, vulnerable learners, those needing emotional support and referral for one-to-one support.
The school employs a Learning Mentor and a Home School Liaison Officer who is able to support children experiencing difficulties or problems. She can also work with families, if required. In addition to this, we have an external professional counselling service for those children who find themselves in more challenging circumstances. Our chaplains are also available for the pastoral care of students and their families.
Students with physical difficulties or recognised, substantial, long term learning difficulties may be eligible for access arrangements for assessments and examinations. They will have to be tested and meet criteria set out in JCQ regulations. If they meet this criteria, an application can be made to the examination boards.
Centre Based Arrangements
These must be requested allowing adequate time to arrange technology, rooms and staffing prior to the assessment.
Use of word processors in assessments
Students will be allowed to use computers, with the grammar and spellcheck disabled, if this is their normal way of working within school.
Separate accommodation for assessments
Students who have a recognised medical condition may be accommodated in a small group for assessments.
Inclusion policy July 2017.pdf
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Inclusion Quality Mark - Flagship School Award - Review - July 2017.pdf
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Inclusion Quality Mark - Flagship School Award - Review - July 2019.pdf
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Our Lady Queen of Peace SEND Information Report 2015.pdf
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